Chapter 19 3.Pretending has always been a necessary means to maintain a bull fork

Pretending has always been a necessary means to maintain a bull fork.It is a "sacred scripture" for a person to show off his power, identity, style, and aura. Someone once described the "leadership inspection and guidance work" vividly.I copied it as follows for easy analysis. In January 2011, a middle school held a celebration in Hunan, China. Students lined up neatly, holding garlands in the wind and rain, and stood waiting for the leader to inspect and speak. The time lasted for an hour.After the incident spread, it was intensively bombarded by public opinion. Any successful performance of this kind in schools must have a theme.In such plays it must:

(1) Highlight the leadership's identity, power and their emphasis on education. (2) It shows that teachers love education and students study hard.Before the performance begins, all parties participating in the performance should understand these two points, otherwise the effect of the performance will be affected. There are many performers in this kind of performance, but they belong to different performance camps.One camp is the leader and his entourage, and the other camp is the teachers and students of the school.According to the terminology of the American sociologist Goffman, the leader and his entourage, teachers and students constitute different "drama classes".But as far as the overall performance is concerned, they are members of the same troupe at the same time.

The entourage of the leader, like the expression, tone, and intonation of the leader himself, plays the role of conveying information and allowing others to identify who is the leader. Their existence itself is a performance of the leadership's power, and there is no problem in cooperating with the leader's performance. .However, teachers and students are likely to rehearse in advance before performing.The school also has certain requirements when selecting drama troupe members. Those students who may bring risks to the performance due to ability or other reasons are estimated to be excluded from the performance team.

At the same time, the school is also very cautious in selecting the "stage": it must be a clean and bright place, and those dirty and messy places can only become the "backstage" that cannot be seen by the audience; "Inspection", then they must be pre-made cosmetic treatment, such as cleaning, decorating the set and so on. It should be emphasized that in the process of leaders inspecting and guiding work, there are actually two scenes at the same time: one is that the leader performs as an actor, and the teachers and students watch as the audience. The stage settings of the teachers and students together constitute the background of the leadership performance; the other is that the teachers and students perform as actors, while the leaders watch as the audience. At this time, the background of the performance of the teachers and students is only the stage setting of the school.

See, the success of teacher-student performances is too important for leadership.Because the better their performance, the more they can cooperate with the leader's performance in the scene where the leader is an actor.Therefore, even if the performances of teachers and students are very lame, or someone cheats, the leader will selectively blind and will not expose it, because doing so is tantamount to self-defeating.If the scene of the teachers and students is destroyed, the scene of the leadership constrained by the designed situation will be difficult to continue. When I was in junior high school, the different status of two teachers in our class had a great psychological shock to me.

Teacher A is a male teacher with a majestic face. He is in his 50s and is serious in class. However, he has no dignity of a teacher in front of the students in our class. When he was in class, no one took him seriously except for the students who liked to learn. He was often the one who gave his lectures on the stage, and the students below should doze off and laugh and play.Even when he was facing the blackboard and writing with chalk, some students hit him on the back with balls of paper.He turned back and got angry, but he didn't know who hit him, so he could only tremble and give up.This situation lasted for two years until our class graduated.

Teacher B is a woman in her 30s, she doesn't look dignified on the surface, but she is the teacher most feared by the students in our class.No one dared to doze off during class, even those who least wanted to listen to the class had to pretend to be looking at the blackboard and pretend to be listening carefully.As soon as she appears in the classroom, the naughty behaviors of the classmates will automatically stop.As for making funny faces behind her back (a few classmates often like to perform like this to make everyone think he is a hero) and hitting her with paper balls, there is no way to talk about it.I believe that many people have such thoughts.But in fact, I didn't see anyone dare to do it until she stopped teaching us a year later.

It seemed really strange: a majestic male teacher was insulted at will by the students, while a not majestic female teacher stunned everyone.Is it because the students have a heart to cherish the fragrance and pity the jade?totally not!Years later, I thought about this. My conclusion is that the reason for their contrasting positions is all because of the different strategies they adopt when they first walk into the classroom to teach students. As soon as Teacher B came up, she clearly conveyed this message to the students with words, actions, and eyes: According to the rules of the game that students must listen to the teacher, she is the master in the classroom, and she has the final say. Students must know who she is. What are the identities of the students themselves!

But Teacher A did not.I remember that the first time Teacher A came into the classroom to teach us, except for introducing himself first, there was no difference in his subsequent behavior. Then writing on the blackboard, how the students below will react seems to be out of his concern.From today's perspective, what a fatal mistake! It's very simple, he doesn't know, all his words and deeds in front of the students are a kind of performance, and even more a game! He may have presupposed that the student should listen to the teacher.However, this teacher-student relationship is just an institutional regulation and a social concept. If it is to become a reality, it must be reflected in the interaction with each other through performances.He thought that since he was a teacher, students could automatically respect and fear him.But he was wrong.If he doesn't behave like a teacher, then the students will bully him.

In fact, due to the information asymmetry at the beginning, the student did not dare to be presumptuous, but behaved very well after he entered the class.The reason is very simple. At this time, the information about what kind of teacher he is has not been grasped by the students, and no one dares to take the risk of disrespecting him from the beginning.Students interpret and judge what kind of teacher he is through his behavior. It's a pity that after the introduction, Teacher A went straight to the topic to give a lecture, and didn't take a moment to scan the whole classroom majestically with his eyes to tell the students who he is and that he is the boss here.What's more fatal is that he ignored such a problem: students will definitely judge what kind of teacher he is through trial and error, so as to decide what attitude to take towards him.

Therefore, when the students began to test him and appeared to speak without paying attention to the class, he did not severely reprimand him.This is tantamount to telling the student a message: In fact, he can be disrespected when he is in class.But it wasn't over yet, the temptation was still going on, and he still didn't show the majesty a teacher should have in time.When the students beat him with paper balls, his anger was useless, because the image of him as a teacher who could be disrespected and teased had been stereotyped by the students, and he had become an object of insult.The students beat him with balls of paper, the only concern was letting him catch them. And Mr. B is just the opposite.After entering the classroom for the first time, she gave a simple self-introduction with a blank face, and then stood on the blackboard and scanned the classroom majestically for a few minutes. No one dared to look at her.She declared silently: From today on, I am the owner of this place, and you all must behave in front of me!She wants to use her eyes to suppress any thoughts of students not obeying classroom discipline. It doesn't end there.It is still inevitable that students will try to test her.While she was lecturing, I saw one classmate start winking and talking to another classmate.At this time, her eyes widened, and she quickly shouted: "Sit down!" (It seems that she had expected that someone would do this.) The mischievous classmate was shocked and stopped talking, but there was still a smile on his face. Deputy rogue phase.She walked up to this classmate quickly, slammed the table, and shouted at him: "Behave yourself, or get out!" and glared at him until he hung his head.When leaving this classmate's seat, she also stared at every pair of eyes in the entire classroom, and everyone was silent. Any manager who is sensitive to power relations understands that as long as the power given by the system is not enough to allow him to kill his employees, he must anticipate this outcome, that is, his power will be resisted and dispelled by employees , sooner or later someone will not buy his account.Therefore, he must tell the employees who he is as soon as he comes up, and he must not delay until the second time! When you encounter provocation, how you react to others often determines his subsequent attitude and behavior towards you.Creating a powerful impression when others don't know you is often a form of self-protection.When the impression you make is repeatedly unfavorable to yourself, it is difficult to save it, because it means changing the psychological structure of others! Sometimes acting doesn't require words.Conveying information with facial expressions, gestures, and actions can confuse people even more. Assuming that you are a person who comes to my door to repair TVs (you can also repair computers or sell things), in the case that I don’t know anything about TV repairs, what can you do to get more money from me and pay more money? And let me thank you? You might say: "When I came up, I said the fault of the TV was very serious (because you didn't understand), and I was enthusiastic. In this way, you will obediently pay more and thank me for my help." Passionate about giving back.” Good idea.However, forget this point in doing so, you are not doing charity, your relationship with me is a business relationship!Therefore, I was on the defensive against you from the very beginning, and I was vigilant in my heart if you wanted to use my ignorance of TV to blackmail me.So, even if you manage to wring more money from me, it's impossible for me to thank you.In addition, since I don't know your professional skills, I will doubt the quality of your maintenance. In other words, if you use language to fool me, it will be difficult to achieve this effect: I was sold by you and counted the money for you.In the absence of information asymmetry and trust, language cannot effectively construct a logical channel to fool me, nor can it maximize benefits for you. So what to do?it's actually really easy.It is for three questions. (1) Eliminate my guard against you. (2) "Naturally" telling me that the problem is serious. (3) Show your technical prowess. Think about it, is there a way for me to judge whether the fault is serious without having knowledge of the TV?Have!That is through your expression, posture, movement, etc. when checking the fault.Once you see this point, you can use this point to fool me. You have to do it so that I can "naturally" judge the severity of the failure and the level of your technical virtuosity.That is, you have to be an actor who "naturally" acts in front of me. You can do this: (1) When you come to fix the TV for me, don't talk to me too much, because I am wary of you right now.You should turn on the TV right away and watch it with me whenever you can.At this time, your movements and expressions should be like this. There must be different changes in facial expressions (at this time you have become an actor completely, and I have become an audience watching your performance. Because of my identity as an audience, I have lifted my psychological defense against you, and you happen to be able to Use this to act).Begin by appearing serious and confident (this convinces me that you are focused on solving the problem and not trying to squeeze more money out of me); , the failure is very serious); finally, it seems very relaxed (this is equivalent to showing that you are skilled, and such a serious failure will not trouble you at all). (2) The whole process from fault inspection to repair can neither be too long nor too short (because if it is too long, I will doubt your professional ability, and if it is too short, I will think that the fault is not serious).The most successful approach should be to set the length of time depending on how much money you want to knock. Once you can "naturally" convey to me the information that the fault is serious, the identification of this "fact" belongs to my own cognitive judgment, and obviously I have no reason to refuse to pay you a higher reward.Moreover, in the face of your superb technology and responsible attitude, if I don't express a few words of thanks, I can't justify it morally.